Decision Making Sheet for ASD
KCC Criteria for statutory EHC assessment Evidence Checklist
KCC Criteria / Description of Source of Evidence with Dates(details from the evidence source would need to be included in the Appendix 2)
Nature, Extent and Cause of the CYP’s Difficulties
Evidence that the setting/school has taken relevant and purposeful action to identify the special educational needs of the child or young person.
The child/young person’s needs are significantly greater than peers of the same age, are long term and require specialist resources or provision to achieve long-term positive outcomes.
Assessments
Identification would have included the use of high quality formative assessment, as well as effective tools and early assessment materials.
There will have been involvement from a specialist or other professionals relevant to the difficulties of the child or young person;
For example reports from:
- Health eg. medical professionals and/or therapists.
- Educational specialists eg. Specialist teacher or Educational Psychologist.
There may also be evidence fromtools such as C&I Scales, SEMH scales or ABC charts (antecedent, behaviour and consequence) to identify the nature, extent and cause of the CYP’s difficulties.
Attainment
Evidence that the setting/school has taken relevant and purposeful action to assess the special educational needs of the child or young person.
Evidence of the CYP’s academic attainment or developmental milestones in younger children.
At the end of KS, the following attainment levels may be indicated:
Foundation Stage: P1 – P4/5
KS1: P1 – P6 (NC W)
KS2: P1 – NC1c (NC level 1)
KS3: P1 – NC2 (NC level 2)
Rate of Progress
Evidence that the child or young person hasn’t made expected progress.
The CYP is continuing to make inadequate progress despite high-quality teaching targeted at their areas of weakness.
This is characterised by progress which:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
Action taken to meet and overcome identified difficulties
Evidence that the setting/school has taken relevant and purposeful action to meet the special educational needs of the child or young person.
Appropriate targets have been set and using a graduated approach, effective support has been put in place, regularly reviewed and impact assessed over an appropriate length of time (usually at least 2 years). Evidence of ‘assess-plan-do-review cycles’ over time. Eg:
- Quality First Teaching – Mainstream Core Standards/Best Practice Guidance used to inform effective support
- Individual Provision plans
- Targets and recent reviews
- Advice sought at LIFT or EY LIFT meeting
- Pastoral Support Plans
Additional effort and instruction at a sustained level over and above that which is usually provided through the setting/school’s SEN support
Evidence that the school has taken relevant and purposeful action to meet the special educational needs of the child or young person.
- External agencies or professionals have provided advice and recommendations on curriculum access.
- This has been used to implement an individualised programme over an appropriate period of time
- The impact has been assessed.
Physical, Emotional and Social Development and Health Needs
The CYP may have additional difficulties in the areas of social and/or emotional development. Evidence of this may be shown with the use of the Boxall Profile or Leuven Scales.
The CYP may have physical or health needs that impact on their ability to access the curriculum. There will be a Care Plan in place.